Older adults in the teaching of Higher Education in Mexico

Abstract

Participation in the teaching-learning process of older adults in higher education institutions is closely linked to the particularities of their legal regulatory framework. The present investigation refers to analyzing the participation of the elderly in the teaching of Higher Education, particularly in the Faculty of Law and Social Sciences Victoria of the Autonomous University of Tamaulipas-Mexico and studying the references on the age of the professors, sex, work shift, semester in which you work and seniority in the workplace. In the methodology, the academic reading of articles and books related to the subject was addressed, the deductive-inductive method with a quantitative approach, for a sample of 19 teachers called “technological migrants” (older adults, 50 years and over, and 60 years), who answered the questionnaire. The results indicate that adults and older adults have a high self-perception of their digital teaching competence, valuing men who develop technological skills and abilities as more competent, although they are less trained in pedagogical design and use of digital technologies for learning. It is concluded about the importance of digital technologies and their application in higher education teaching, as didactic strategies.